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12 Jun 2005, 18:54

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Linda Kerber argued in the mid-1980's that after the American Revolution (1775-1783), an ideology of "republican motherhood" resulted in a surge of educational opportunities for women in the United States. Kerber maintained that the leaders of the new nation wanted women to be educated in order to raise politically virtuous sons. A virtuous citizenry was considered essential to the success of the country's republican form of government; virtue was to be instilled not only by churches and schools, but by families, where the mother's role was crucial. Thus, according to Kerber, motherhood became pivotal to the fate of the republic, providing justification for an unprecedented attention to female education.
Introduction of the republican motherhood thesis dramatically changed historiography. Prior to Kerber's work, educational historians barely mentioned women and girls; Thomas Woody's 1929 work is the notable exception. Examining newspaper advertisements for academies, Woody found that educational opportunities increased for both girls and boys around 1750. Pointing to "An Essay on Woman"(1753) as reflecting a shift in view, Woody also claimed that practical education for females had many advocates before the Revolution. Woody's evidence challenges the notion that the Revolution changed attitudes regarding female education, although it may have accelerated earlier trends. Historians' reliance on Kerber's "republican motherhood" thesis may have obscured the presence of these trends, making it difficult to determine to what extent the Revolution really changed women's lives.

1) According to the passage, within the field of educational history, Thomas Woody's 1929 work was
A.innovative because it relied on newspaper advertisements as evidence
B.exceptional in that it concentrated on the period before the American Revolution
C.unusual in that it focused on educational attitudes rather than on educational practices
D.controversial in its claims regarding educational opportunities for boys
E.atypical in that it examined the education of girls

2) According to the passage, Kerber argued that political leaders thought that the form of government adopted by the United States after the American Revolution depended on which of the following for its success?
A.Women assuming the sole responsibility for instilling political virtue in children
B.Girls becoming the primary focus of a reformed educational system that emphasized political virtue
C.The family serving as one of the primary means by which children were imbued with political virtue
D.The family assuming many of the functions previously performed by schools and churches
E.Men and women assuming equal responsibility for the management of schools, churches, and the family

3) The passage suggests that, with regard to the history of women's education in the United States, Kerber's work differs from Woody's primarily concerning which of the following?
A.The extent to which women were interested in pursuing educational opportunities in the eighteenth century
B.The extent of the support for educational opportunities for girls prior to the American Revolution
C.The extent of public resistance to educational opportunities for women after the American Revolution
D.Whether attitudes toward women's educational opportunities changed during the eighteenth century
E.Whether women needed to be educated in order to contribute to the success of a republican form of government

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20 Oct 2009, 01:10

Vithal wrote:

Linda Kerber argued in the mid-1980's that after the American Revolution (1775-1783), an ideology of "republican motherhood" resulted in a surge of educational opportunities for women in the United States. Kerber maintained that the leaders of the new nation wanted women to be educated in order to raise politically virtuous sons. A virtuous citizenry was considered essential to the success of the country's republican form of government; virtue was to be instilled not only by churches and schools, but by families, where the mother's role was crucial. Thus, according to Kerber, motherhood became pivotal to the fate of the republic, providing justification for an unprecedented attention to female education. Introduction of the republican motherhood thesis dramatically changed historiography. Prior to Kerber's work, educational historians barely mentioned women and girls; Thomas Woody's 1929 work is the notable exception. Examining newspaper advertisements for academies, Woody found that educational opportunities increased for both girls and boys around 1750. Pointing to "An Essay on Woman"(1753) as reflecting a shift in view, Woody also claimed that practical education for females had many advocates before the Revolution. Woody's evidence challenges the notion that the Revolution changed attitudes regarding female education, although it may have accelerated earlier trends. Historians' reliance on Kerber's "republican motherhood" thesis may have obscured the presence of these trends, making it difficult to determine to what extent the Revolution really changed women's lives.

2) According to the passage, Kerber argued that political leaders thought that the form of government adopted by the United States after the American Revolution depended on which of the following for its success? A.Women assuming the sole responsibility for instilling political virtue in children B.Girls becoming the primary focus of a reformed educational system that emphasized political virtue C.The family serving as one of the primary means by which children were imbued with political virtue D.The family assuming many of the functions previously performed by schools and churches E.Men and women assuming equal responsibility for the management of schools, churches, and the family

No OAs - the most convincing answers will be the OAs!

Actually, the OA for this question is C, according the material in my hand.
_________________

Three passions, simple but overwhelmingly strong, have governed my life: the longing for love, the search for knowledge, and unbearable pity for the suffering of mankind. ----Russell

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31 Jan 2012, 03:50

Vithal wrote:

Linda Kerber argued in the mid-1980's that after the American Revolution (1775-1783), an ideology of "republican motherhood" resulted in a surge of educational opportunities for women in the United States. Kerber maintained that the leaders of the new nation wanted women to be educated in order to raise politically virtuous sons. A virtuous citizenry was considered essential to the success of the country's republican form of government; virtue was to be instilled not only by churches and schools, but by families, where the mother's role was crucial. Thus, according to Kerber, motherhood became pivotal to the fate of the republic, providing justification for an unprecedented attention to female education. Introduction of the republican motherhood thesis dramatically changed historiography. Prior to Kerber's work, educational historians barely mentioned women and girls; Thomas Woody's 1929 work is the notable exception. Examining newspaper advertisements for academies, Woody found that educational opportunities increased for both girls and boys around 1750. Pointing to "An Essay on Woman"(1753) as reflecting a shift in view, Woody also claimed that practical education for females had many advocates before the Revolution. Woody's evidence challenges the notion that the Revolution changed attitudes regarding female education, although it may have accelerated earlier trends. Historians' reliance on Kerber's "republican motherhood" thesis may have obscured the presence of these trends, making it difficult to determine to what extent the Revolution really changed women's lives.

1) According to the passage, within the field of educational history, Thomas Woody's 1929 work was A.innovative because it relied on newspaper advertisements as evidence B.exceptional in that it concentrated on the period before the American Revolution C.unusual in that it focused on educational attitudes rather than on educational practices D.controversial in its claims regarding educational opportunities for boys E.atypical in that it examined the education of girls

2) According to the passage, Kerber argued that political leaders thought that the form of government adopted by the United States after the American Revolution depended on which of the following for its success? A.Women assuming the sole responsibility for instilling political virtue in children B.Girls becoming the primary focus of a reformed educational system that emphasized political virtue C.The family serving as one of the primary means by which children were imbued with political virtue D.The family assuming many of the functions previously performed by schools and churches E.Men and women assuming equal responsibility for the management of schools, churches, and the family

3) The passage suggests that, with regard to the history of women's education in the United States, Kerber's work differs from Woody's primarily concerning which of the following? A.The extent to which women were interested in pursuing educational opportunities in the eighteenth century B.The extent of the support for educational opportunities for girls prior to the American Revolution C.The extent of public resistance to educational opportunities for women after the American Revolution D.Whether attitudes toward women's educational opportunities changed during the eighteenth century E.Whether women needed to be educated in order to contribute to the success of a republican form of government

No OAs - the most convincing answers will be the OAs!

IMO answers are E, C and B.The OA's according to the material I have are E, C and A.

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15 Feb 2013, 12:54

Hi, I was undecided with the number two, I pick D because C talked about POLITICAL virtue instead the text talked just about virtue, so I'm not sure that it is correct.Can someone explain the possible difference between political virtue and virtue please?!

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Hi, I was undecided with the number two, I pick D because C talked about POLITICAL virtue instead the text talked just about virtue, so I'm not sure that it is correct.Can someone explain the possible difference between political virtue and virtue please?!

Hi IanSolo,

Linda Kerber argued in the mid-1980's that after the American Revolution (1775-1783), an ideology of "republican motherhood" resulted in a surge of educational opportunities for women in the United States. Kerber maintained that the leaders of the new nation wanted women to be educated in order to raise politically virtuous sons. A virtuous citizenry was considered essential to the success of the country's republican form of government; virtue was to be instilled not only by churches and schools, but by families, where the mother's role was crucial. Thus, according to Kerber, motherhood became pivotal to the fate of the republic, providing justification for an unprecedented attention to female education.

We can derive the answer from the first paragraph. The question asks that according to Kerber what did political leaders thought to be the idea on which post American Revolution government depended.

If you read answer choice (D) the meaning is very broad "The family assuming many of the functions previously performed by schools and churches". i.e. families may be performing functions previously performed by churches, but the choice does not say that families along with churches instill political virtue in children. The passage says "not only by churches, but by families", which means that both are responsible for instilling virtue. Moreover, leaders did not thought that families assuming the functions of churches will benefit the republican form of government.

(C) States clearly that families are one of the primary agents that instill political virtue; Kerber says the same thing in the first paragraph.

As per the context of the passage "Political Virtue" an "Virtue" mean more or less the same thing, but this differentiation will not come in your way in answering this question.